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1
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Effects of animal-assisted therapy on parent-reported behaviour and motor activity of children with autism spectrum disorder

100%
Kregiel A., Zaworski K., Kolodziej E.
Health Problems of Civilization
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2019
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tom 13
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nr 4
Background. Autism spectrum disorder (ASD) is a neurobiological disorder characterised by abnormal development noted before three years of age. One of the forms of therapy suggested to children with ASD is animal-assisted therapy (AAT). AAT is a planned and organised therapeutic intervention that aims to improve physical, cognitive, behavioural, and socioemotional performance. The present study examined the effects of AAT on parent reports of their child’s behaviour and motor activity. Material and methods. The study group consisted of 50 parents (38 females and 12 males) of children diagnosed with ASD and who participated in AAT. All participants resided in the Lubelskie Voivodeship, Poland. A questionnaire was developed for parents for this study that included demographic information, and ten questions regarding the effects of AAT on their child with ASD. Results. The most commonly reported forms of AAT among parents of children with ASD included canine-assisted therapy and equine-assisted therapy. Parents reported that AAT was associated with more animated gestures (p = 0.01), an increased frequency of verbal reactions (p = 0.02), and an increased frequency of expression of emotions and feelings (p = 0.05) among their children. Conclusions. According to parents of children with ASD, AAT has positive effects on their child’s emotion-related functioning, motor endurance, balance, and motor skills. However, access to AAT in the Lubelskie Voivodeship is limited.
2
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Disrupted brain thyroid hormone homeostasis and altered thyroid hormone-dependent brain gene expression in autism spectrum disorders

84%
Khan A., Harney J. W., Zavacki A. M., Sajdel-Sulkowska E. M.
Journal of Physiology and Pharmacology
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2014
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tom 65
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nr 2
3
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Physical activity in children with autism spectrum disorders: considerations for educational program administration

84%
Pleban F. T., Barney D., Burke R.
Central European Journal of Sport Sciences and Medicine
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2014
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tom 05
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nr 1
While diagnostic criteria for Autism Spectrum Disorders (AS D) is clear, misconceptions of AS D create barriers and challenges for children with AS D and their interaction in the educational environment around them. The social model of disability states people with disabilities are more limited by social constraints than actual impairment (Llewellyn and Hogan 2000). In hopes to diminish these social constraints, continued education and progression of programs for children with Autism Spectrum Disorders is essential. When observing the different teaching strategies educators used to assist children with AS D, no one educational strategy was deemed appropriate for use. Findings revealed there were no defined guidelines on how to interact with autistic children and left teachers to use their own teaching methods. Literature reflect a lack of educational strategies for children with Autism Spectrum Disorders in an academic setting; at the various grade levels. One of the newer strategies to be investigated is the role of physical activity in children with ASD. Regular physical activity is highly beneficial towards the health of all children with or without disabilities. However, social and behavioral impairments leave little opportunity for children with Autism Spectrum Disorders to be successful in participating in physical activity; resulting in a possible higher risk of being inactive. Exercise options such as martial arts, swimming and yoga programs have been shown to be successful for children with Autism Spectrum Disorders.
4

Alteration of spontaneous spectral powers and coherences of local field potential in prenatal valproic acid mouse model of autism

67%
Cheaha D., Kumarnsit E.
Acta Neurobiologiae Experimentalis
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2015
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tom 75
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nr 4
Previously, autism spectrum disorder (ASD) has been identified mainly by social communication deficits and behavioral symptoms. However, a link between behaviors and learning process in the brain of animal model of autism remained largely unexplored. Particularly, spontaneous neural signaling in learning-related brain areas has not been studied. This study investigated local field potential (LFP) of the hippocampus (HP), the olfactory bulb (OB) and the medial prefrontal cortex (mPFC) in mice prenatally exposed to valproic acid (VPA) on gestational day 13. Adult male Swiss albino mouse offspring implanted with intracranial electrodes were used. VPA-exposed mice exhibited ASD-associated behaviors. Hippocampal LFP analysis revealed that VPA group significantly increased low gamma activity (25–45 Hz) during awake immobility. Regression analyses confirmed positive correlations between locomotor speed and hippocampal theta oscillations in control but not VPA group. VPA group exhibited increases in delta (1–4 Hz) and beta (25–35 Hz) activities in OB during awake immobility and active exploring, respectively. Moreover, significantly increased and decreased coherences between HP and OB of VPA animals were seen within gamma (active exploration) and theta (awake immobility) ranges, respectively. In addition, significant increase in coherence between HP and mPFC was seen within delta range during active exploration. In addition to three ASD symptoms, VPA animals also exhibited differential patterns of olfacto-hippocampal LFP, altered locomotor speed-related hippocampal theta activities and distinct interplays between HP and learning-related brain areas. The altered olfacto-hippocampal and medial prefrontal cortex-hippocampal networks may underlie impairments in autism mouse model.
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